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Neurocognitive Perspective on Numerical Development

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International Handbook of Mathematical Learning Difficulties

Abstract

Cognitive processing of numbers is an important subcomponent of arithmetic skills, which has been found to be often deficient in children with mathematical learning disorder. This chapter summarizes current knowledge on the development of the cognitive representations of different number formats (analog magnitudes, number words, Arabic numbers). It provides an overview of experimental effects of numerical processing that are informative with respect to the neurocognitive representation of numbers (e.g., distance, size congruity, compatibility, SNARC effect) and reports recent findings on relevant neural networks in typical and atypical development. Implications for instruction and intervention are discussed.

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Authors and Affiliations

  1. Developmental Psychology, Department of Psychology, University of Graz, Graz, Austria

    Karin Landerl

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  1. Karin Landerl
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Correspondence to Karin Landerl .

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Editors and Affiliations

  1. Faculty of Education Sciences, Department of Psychology, University of Duisburg-Essen, Essen, Germany

    Annemarie Fritz

  2. Faculty of Education, Centre for Education Practice Research, University of Johannesburg, Johannesburg, South Africa

    Annemarie Fritz

  3. Departamento de Psicologia, Faculdade de Filosofia e Ciências Humanas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil

    Vitor Geraldi Haase

  4. Niilo Mäki Institute, Jyväskylä, Finland

    Pekka Räsänen

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Landerl, K. (2019). Neurocognitive Perspective on Numerical Development. In: Fritz, A., Haase, V.G., Räsänen, P. (eds) International Handbook of Mathematical Learning Difficulties. Springer, Cham. https://doi.org/10.1007/978-3-319-97148-3_2

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  • DOI: https://doi.org/10.1007/978-3-319-97148-3_2

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